Promoting and maintaining bilingualism and biliteracy: Cognitive and biliteracy benefits & strategies for monolingual teachers

Abstract

Many school personnel pursue the goal of developing English language learners’ English-language and literacy skills efficiently and this is most often implemented to the exclusion of supporting, developing, and maintaining students’ heritage language skills. However, there is significant evidence that promoting bilingualism and biliteracy can significantly contribute to the effect that many school personnel want, that of efficiently developed English language and literacy skills, with the added benefit of students who can function and thrive in multilingual environments. In this article, we present research-based evidence in support of developing and maintaining bilingualism and biliteracy, and we submit that the empirical research support for the benefits of bilingualism and biliteracy should change language and literacy instruction. Strategies for teachers, especially teachers who do not speak the heritage language of their students, are provided and can be implemented to promote bilingual reading, writing, and language skill development.